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Kahn, David – NAMTA Journal, 1996
Notes that the critical art of parent education is to bring the parent into the child's world view. Describes current publications from NAMTA's parent education tool kit which support the child's perspective. Includes strategies for generating parent discussion to merge the parent's point of view with that of the child in dealing with conflict.…
Descriptors: Behavior Problems, Childhood Needs, Early Childhood Education, Montessori Method
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Kahn, David – NAMTA Journal, 2003
Describes evolution of the Montessori perspective as Montessori adolescent programs attempt to reinforce the elementary and early childhood stages. Asserts that although development of these programs is experimental and undefined, a crystallization point around the whole of Montessori may occur amid diverse implementation. Asserts that Montessori…
Descriptors: Adolescent Development, Child Development, Educational Environment, Educational Principles
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Kahn, David – NAMTA Journal, 1996
Discusses the development of all-day Montessori programs over the last several decades, focusing on the contrasts between traditional day care programs and the Montessori educational experience. Also notes the application of Montessori principles to day care for preschool children. Concludes by introducing this special issue on the all-day…
Descriptors: Day Care, Educational History, Educational Trends, Full Day Half Day Schedules
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Kahn, David – NAMTA Journal, 1993
Defines imagination in Montessori terms, describes the power and centrality of imagination to emotional and intellectual life, and makes a carefully supported case for imagination as the foundation of the entire Montessori elementary experience and, perhaps, even for adult life as well. (HTH)
Descriptors: Child Psychology, Creative Thinking, Elementary Education, Imagination
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Kahn, David – NAMTA Journal, 1993
To reinvent Montessori education, a new generation of individuals involved in Montessori education must probe questions involving the evolution of educational materials, educational philosophy, and social conscience. The expansion of Montessori education needs to include the traditions which reside in its educational methods and in the changing…
Descriptors: Early Childhood Education, Editorials, Educational Change, Educational Philosophy
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Kahn, David – NAMTA Journal, 1999
Uses established Montessori analogies, metaphors, and abstract keys to examine the mental organization and practical experiences forming the spiritual foundations for the Erdkinder vision of connecting learning to moral behavior and practical experiences for adolescents. (Author/KB)
Descriptors: Adolescents, Beliefs, Educational Philosophy, Educational Practices
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Kahn, David – NAMTA Journal, 1996
Discusses the theory of multiple intelligences and Montessori practice as interpreted by Torff, Dubovoy, Baker, Hilliard, Zener, and Sillick (PS 524 854-859). Claims that Gardner and Montessori both look beyond the notion of fixed IQ, and their joint perception of human potential tends toward the boundless, and the belief that each child can make…
Descriptors: Aptitude, Cognitive Ability, Cognitive Style, Early Childhood Education
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Kahn, David – NAMTA Journal, 1996
Claims that "Montessori Today" concretizes the Montessori developmental continuum from birth to adulthood for the first time in book form in a comfortable and unassuming style. States that the book coherently expresses the coalescing four planes of development, with a final review of what the Montessori adult of the future might be like.…
Descriptors: Child Development, Early Childhood Education, Educational Objectives, Educational Theories
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Kahn, David – NAMTA Journal, 1998
Introduces this theme issue on Mario Montessori's writings. Describes how his life experiences contributed to the idea of freedom in education, seen as a recurring theme in his mother, Maria Montessori's writings, and also contributed to the integration of the Montessori perspective. (KB)
Descriptors: Educational Philosophy, Educational Practices, Educational Principles, Freedom
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Kahn, David – NAMTA Journal, 1997
Erdkinder is a superior way to integrate academic studies with work experience, community action, and economic activity. Erdkinder actualizes Cosmic Education, making its unity, common purpose, interdependency, and cooperation a way of life. Erdkinder principles could help organize the urban Montessori adolescent work, providing a comprehensive…
Descriptors: Adolescents, Montessori Method, Program Design, Program Development
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Kahn, David – NAMTA Journal, 1993
This interview focuses on the Montessori adolescent program begun by John McNamara in 1978 at Ruffing Middle School in Ohio, describing the adolescent-centered curriculum, activities, and materials utilized in the program. Suggests that such programs need to provide an environment where children can first and foremost experience community,…
Descriptors: Adolescent Development, Adolescents, Educational Innovation, Elementary Secondary Education
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Kahn, David – NAMTA Journal, 1993
Addresses the development of different curriculums and approaches to implementing Montessori programs at the middle school level, including a humanities-centered approach, interdisciplinary minicourses, master-apprentice programs, and team teaching approaches. Maintains that Montessori middle schools must move beyond the experimental stage and…
Descriptors: Adolescents, Curriculum Design, Curriculum Development, Educational Innovation
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Kahn, David – NAMTA Journal, 1995
Discusses a framework for the creation, evolution, and development of Montessori schools, focusing on the creation of preschool programs, addition of primary and elementary education, and expansion to include middle school and secondary programs. Examines the role of teachers, parents, and students at each of these stages. (MDM)
Descriptors: Administrator Role, Educational Change, Elementary Secondary Education, Montessori Method